International Educator - January/February 2012 - 34

a first-year Harpswell student leading a break-out group during a leadership seminar in the Hall of great Women on the top level of the teuk thla dormitory.

But it also took hard work by the girls to be successful. “There’s a tremendous amount of stick-to-itiveness on these girls’ parts,” Brooks says. After they’ve completed their university studies, many of the girls have found work with small companies or nongovernmental organizations, while others have gone on to graduate school. As girls have gone away to university, graduated, found a job, and then returned with some money in their pockets, their friends and relatives in the countryside have taken notice. The project aims to share their stories by distributing the books in rural areas, or by having the girls’ stories read on the radio, which is how many Cambodians get their news. Even though job opportunities are still limited, Brooks says, “it’s better they know they have educational choices than get funneled into exploitive situations.” Kaing, the Bard student, has taken on a similar role, educating girls in her home village, and both boys and girls in other parts of the country, about the opportunities provided if they attend college. She visits her home two or three times a year, and when she’s there the girls in particular ask her about college and life in the big city, and she talks to them about setting goals and striving to get ahead.

The students head to a village in the northeast of Thailand for cultural immersion, where they stay with local families in homes with no electricity and no running water, and learn to do things like plant rice and catch fish with their hands.

The girls often are at a loss as to what they can do after high school because they have no money for college. “Sometimes they feel like they have nowhere to go,” says Kaing, who feels like she can help inspire them to pursue their dreams. She also works with the Fulbright and Undergraduate State Alumni Association of Cambodia, traveling to various provinces and talking to them about university. “I feel like I’m doing something for my society.”

u.S. Students Get Involved
While much of the focus is on helping girls and women in this part of the world, in other cases, the emphasis is on educating U.S. students on the situation of women and girls in other countries and encouraging them to provide a helping hand. For the past three years, Westminster College in Salt Lake City has taken its students on a trip to Thailand for May term. Most of those who make the trip are majoring in nursing, public health, or education, says Peter Ingle, director of the college’s Learning Coalition, which facilitates educational development for faculty and staff. They spend their time in Thailand traveling with Thai nursing students from Suan Dusit University in the capital, Bangkok, after Thai educators thought it would be good for their students, who live in the city, to spend time in rural areas of the country. It also increases the Thai nursing students’ exposure to American culture, and many of the Westminster and Thai students become fast friends, keeping in touch via Facebook and Skype. The trip is designed to teach students about the health, education, and developmental needs of those in rural areas of Thailand. After a brief stop in Bangkok, the students head to a village in the northeast of the country for cultural immersion, where they stay with local families in homes with no electricity and no running water, and learn to do things like plant rice and catch fish with their hands. The students also are involved in service-learning projects at the local school, such as bringing supplies for teachers and

InternatIonal educator J A N + F E B . 12

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hArPSWEll FOUNDATION



International Educator - January/February 2012

Table of Contents for the Digital Edition of International Educator - January/February 2012

International Educator - January/February 2012
Contents
From the Editors
Front Lines
In Brief
Voices: Rollins College President Lewis Duncan
Finding a Home in Higher Education
Promoting Peace Th Rough Partnerships
New York University Becomes a Global Network University
International Education Fairs
Education Abroad
A View From Out Here
In Focus
International Educator - January/February 2012 - International Educator - January/February 2012
International Educator - January/February 2012 - Cover2
International Educator - January/February 2012 - Contents
International Educator - January/February 2012 - From the Editors
International Educator - January/February 2012 - 3
International Educator - January/February 2012 - Front Lines
International Educator - January/February 2012 - 5
International Educator - January/February 2012 - 6
International Educator - January/February 2012 - 7
International Educator - January/February 2012 - 8
International Educator - January/February 2012 - 9
International Educator - January/February 2012 - In Brief
International Educator - January/February 2012 - 11
International Educator - January/February 2012 - 12
International Educator - January/February 2012 - 13
International Educator - January/February 2012 - 14
International Educator - January/February 2012 - 15
International Educator - January/February 2012 - 16
International Educator - January/February 2012 - 17
International Educator - January/February 2012 - 18
International Educator - January/February 2012 - 19
International Educator - January/February 2012 - 20
International Educator - January/February 2012 - 21
International Educator - January/February 2012 - Voices: Rollins College President Lewis Duncan
International Educator - January/February 2012 - 23
International Educator - January/February 2012 - 24
International Educator - January/February 2012 - 25
International Educator - January/February 2012 - 26
International Educator - January/February 2012 - 27
International Educator - January/February 2012 - Finding a Home in Higher Education
International Educator - January/February 2012 - 29
International Educator - January/February 2012 - 30
International Educator - January/February 2012 - 31
International Educator - January/February 2012 - 32
International Educator - January/February 2012 - 33
International Educator - January/February 2012 - 34
International Educator - January/February 2012 - 35
International Educator - January/February 2012 - 36
International Educator - January/February 2012 - 37
International Educator - January/February 2012 - 38
International Educator - January/February 2012 - 39
International Educator - January/February 2012 - Promoting Peace Th Rough Partnerships
International Educator - January/February 2012 - 41
International Educator - January/February 2012 - 42
International Educator - January/February 2012 - 43
International Educator - January/February 2012 - 44
International Educator - January/February 2012 - 45
International Educator - January/February 2012 - New York University Becomes a Global Network University
International Educator - January/February 2012 - 47
International Educator - January/February 2012 - 48
International Educator - January/February 2012 - 49
International Educator - January/February 2012 - 50
International Educator - January/February 2012 - 51
International Educator - January/February 2012 - 52
International Educator - January/February 2012 - 53
International Educator - January/February 2012 - International Education Fairs
International Educator - January/February 2012 - 55
International Educator - January/February 2012 - Education Abroad
International Educator - January/February 2012 - 57
International Educator - January/February 2012 - 58
International Educator - January/February 2012 - 59
International Educator - January/February 2012 - A View From Out Here
International Educator - January/February 2012 - 61
International Educator - January/February 2012 - 62
International Educator - January/February 2012 - 63
International Educator - January/February 2012 - In Focus
International Educator - January/February 2012 - Cover3
International Educator - January/February 2012 - Cover4
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